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1 Revised 5/6/16
Site Administrator
Evaluation
2016 - 2017
2 Revised 5/6/16
Table of Contents
Introduction Page 3
ARS 15-203 Page 3
Overview of Arizona’s Professional Administrative Standards Page 4
ISLLC Standards Page 5
Overview of the Evaluation Domains and Components Page 7
PUSD Data Model and Evaluation Scoring Page 7
PUSD Site Administrator Evaluation Process Page 10
Self-Assessment Form Page 13
PUSD Data Model Page 15
Site Administrator Staff Learning Goal Form
Page 18
Site Administrator Evidence Collection Form Page 25
Mid-Year Performance Discussion Form Page 27
PUSD Site Administrator Evaluation Rubric Page 28
PUSD Site Administrator Final Summary Page 52
Ackowledgements Page 53
3 Revised 5/6/16
PUSD Site Administrator Evaluation
Introduction
This document was transformed from the Colorado Model Educator Evaluation System for
Principals and Assistant Principals, with permission and support from the Colorado Department
of Education. A committee comprised of K12 Administrators, Principals, and Assistant Principals
used the Arizona Framework for Measuring Educator Effectiveness to guide their work. With the
passage of ARS 15-2-03, Peoria Unified School District is embarking upon a sweeping revision
of its approach to evaluating the performance of teachers, principals, and other licensed education
professionals. Implementation of this new approach will take significant time and commitment
from everyone in our system. In addition, the implementation must be planned thoughtfully and
with a focus on key leverage activities and efficiencies.
ARS 15-203 was passed during the 2011 legislative session. Designed to make the licensed
educator evaluation process more comprehensive, professionally useful, and focused on student
achievement, this law anticipates that Arizona school districts and the state will transform current
evaluation processes that focus primarily on compliance into more rigorous and supportive
processes that provide for continuous professional learning and improvement.
ARS 15-203 was prompted by the perception that educator evaluation had been a compliance
activity, with pro forma observations and write-up designed to satisfy minimum statutory
requirements. While Individual districts had developed rigorous and meaningful feedback systems
for educators, many districts looked at evaluation as just another activity with another set of
required paperwork. In addition, ARS 15-203 shifted the determination of performance from one
based primarily based on input to a more collaborative approach and based on results, in the form
of student academic growth and achievement.
ARIZONA REVISED STATUTE § 15-203(A)(38) The State Board of Education shall…”on or before December 15, 2011 adopt and
maintain a model framework for a teacher and principal evaluation instrument that
includes quantitative data on student academic progress that accounts for between
thirty-three percent and fifty per cent of the evaluation outcomes and best practices
for professional development and evaluator training. School districts and charter
schools shall use an instrument that meets the data requirements established by the
State Board of Education to annually evaluate individual teachers and principals
beginning in school year 2012 – 2013.”
4 Revised 5/6/16
Overview of Arizona’s Professional Administrative Standards
Standard 1: Supervisors, principals and superintendents promote the success of every student by
facilitating the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by all stakeholders. Supervisors, principals and superintendents:
1. Collaboratively develop and implement a shared vision and mission.
2. Collect and use data to identify goals, assesses organizational effectiveness, and promote
organizational learning.
3. Create and implement plans to achieve goals.
4. Promotes continuous and sustainable improvement.
5. Monitor and evaluate progress and revises plans.
Standard 2: Supervisors, principals and superintendents promote the success of every student by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth. Supervisors, principals and superintendents:
1. Nurture and sustain a culture of collaboration, trust, learning, and high expectations.
2. Create a comprehensive, rigorous, and coherent curricular program.
3. Create a personalized and motivating learning environment for students.
4. Supervise instruction.
5. Develop assessment and accountability systems to monitor student progress.
6. Develop the instructional and leadership capacity of staff.
7. Maximize time spent on quality instruction.
8. Promote the use of the most effective and appropriate technologies to support teaching and
learning.
9. Monitor and evaluate the impact of the instructional program.
Standard 3: Supervisors, principals and superintendents promote the success of every student by
ensuring management of the organization, operation, and resources for a safe, efficient, and
effective learning environment. Supervisors, principals and superintendents:
1. Monitor and evaluate the management and operational systems.
2. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources.
3. Promote and protect the welfare and safety of students and staff.
4. Develop the capacity for distributed leadership.
5. Ensure teacher and organizational time is focused to support quality instruction and student
learning.
Standard 4: Supervisors, principals and superintendents promote the success of every student by
collaborating with faculty and community members, responding to diverse community interests
and needs, and mobilizing community resources. Supervisors, principals and superintendents:
1. Collect and analyze data and information pertinent to the educational environment.
2. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and
intellectual resources.
3. Build and sustain positive relationships with families and caregivers.
5 Revised 5/6/16
4. Build and sustain productive relationships with community partners.
Standard 5: Supervisors, principals and superintendents promote the success of every student by
acting with integrity,
fairness, and in an ethical manner. Supervisors, principals and superintendents:
1. Ensure a system of accountability for every student’s academic and social success.
2. Model principles of self-awareness, reflective practice, transparency, and ethical behavior.
3. Safeguard the values of democracy, equity, and diversity.
4. Consider and evaluate the potential moral and legal consequences of decision-making.
5. Ensure that individual student needs inform all aspects of schooling.
Standard 6: Supervisors, principals and superintendents promote the success of every student by
understanding, responding to, and influencing the political, social, economic, legal, and cultural
context. Supervisors, principals and superintendents:
1. Stay informed on local, district, state, and national decisions affecting student learning.
2. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership
strategies.
Overview of the ISLLC Standards (Leadership Standards)
The Interstate School Leaders Licensure Consortium (ISLLC) were developed in 2008 and
updated in 2015 by the Council of Chief State School Officers in collaboration with the National
Policy Board on Educational Administration. These standards help to define strong school
leadership and serve as a guide to leaders so they may provide the necessary environment to
promote the success of every student.
Standard 1: Education leaders build a shared vision of student academic success and well-being. Education leaders build consensus among all stakeholders of what students should know and do as a consequence of their participation in schools, as well as what it means
for students to become well-adjusted, contributing members of society. Building such a vision
can require reconciling possibly competing perspectives among diverse members
of the school community.
Standard 2: Education leaders champion and support instruction and assessment that maximizes student learning and achievement. Education leaders promote the use of rigorous
curricula, which set high expectations for students and are aligned to academic standards. They
seek to maximize student learning through authentic and differentiated pedagogy, systems of
support and effective assessment strategies that inform instruction. They develop and coordinate
these systems in ways that create opportunities to personalize the academic program to meet
individual student needs. Standard 3: Education leaders manage and develop staff members’ professional skills and practices in order to drive student learning and achievement. Education leaders support the
professional learning of effective, caring teachers and leaders who are able to work with students
6 Revised 5/6/16
productively in the classroom and who can collaboratively lead a school or district. Building an
effective staff takes careful
personnel recruitment, selection, assignment of responsibilities, support, evaluation and
retention. Developing the professional skills of educators involves such activities as
coaching, creating supportive conditions and fostering a learning community. Standard 4: Education leaders cultivate a caring and inclusive school community
dedicated to student learning, academic success and personal well-being of every student.
Education leaders create healthy, safe, and supportive school environments in which
students are known, accepted, valued and empowered to reach their fullest potential.
Leaders do so by fostering a culture defined by high expectations, trust and a collective
sense of responsibility for the academic, social and emotional needs of all students.
Standard 5: Education leaders effectively coordinate resources, time, structures and roles to build the instructional capacity of teachers and other staff. Education leaders strive to
ensure that staff have the requisite organizational resources, time, structures and roles to increase
student learning and achievement. They think creatively about class schedules, student and
teacher assignments, the use of technology in the classroom, and the allocation of time and space
for staff to exchange
ideas and collaborate. Standard 6: Education leaders engage families and the outside community to promote and support student success. Education leaders build and sustain productive relationships with
families and other community partners in the government, non-profit and private sectors. They
promote understanding, appreciation and use of the community’s diverse cultural, social and
intellectual resources. They communicate regularly and openly with families and community
partners, and seek their input and support for continuous improvement
efforts.
Standard 7: Education leaders administer and manage operations efficiently and effectively. Education leaders are responsible for the effective, efficient, equitable and ethical
management of schools and districts. Their responsibilities include garnering and allocating
resources, monitoring and addressing internal and external regulatory requirements, developing
organizational policies and practices, and other administrative
duties that maintain the continued viability of the school or district.
7 Revised 5/6/16
Overview of the Evaluation Domains and Components
Domain 1: Site Administrator Demonstrates Strategic Leadership
Component 1a - School Vision, Mission and Strategic Goals: Site Administrator develops the
vision, mission, values, beliefs and goals of the school, collaboratively determining the processes
used to establish these attributes, and facilitating their integration into the life of the school
community. (ISLLC Standard 1)(AZ Admin Standard 1.1, 1.2, 6.2)
Component 1b - Continuous Improvement Plan: Site Administrator ensures that the
continuous improvement plan provides the structure for the vision, values, goals and changes
necessary for improved achievement and developmental outcomes for all students, and provides
for tracking of progress based on data. (ISLLC Standard 2) (AZ Admin Standard 1.2, 1,3, 1.4,
5.1, 6.2)
Component 1c - Leading Change: Site Administrator collaboratively develops a vision and
leads implementation strategies for improvement and changes which result in improved
achievement and developmental outcomes for all students. (ISLLC Standard 2) (AZ Admin
Standard 1.3, 1.4)
Component 1d - Distributive Leadership: Site Administrator creates and utilizes processes to
distribute leadership and decision making throughout the school. (ISLLC Standard 1) (AZ Admin
Standard 3.4)
Domain 2: Site Administrator Demonstrates Instructional Leadership
Component 2a – Curriculum, Instruction, Learning and Assessment: Site Administrator
enables school-wide conversations about standards for curriculum, instruction, assessment and
data on student learning based on research and best practices, and ensure that the ideas developed
are integrated into the school’s curriculum and instructional approaches. (ISLLC Standard 1 and
2) (AZ Admin Standard 2.2, 2.5, 4.1)
Component 2b - Instructional Time: Site Administrator creates processes and schedules which
maximize instructional, collaborative and preparation time. (ISLLC Standard 3) (AZ Admin
Standard 2.7, 3.5)
Component 2c - Implementing High-quality Instruction: Site Administrator supports teachers
through feedback and appropriate professional development in order to ensure that rigorous,
relevant and appropriate instruction and learning experiences are delivered to and for all students.
(ISLLC Standard 2 and 3) (AZ Admin Standard 2.2, 2.5, 2.6, 2.7, 2.8, 3.5, 4.1)
Component 2d - High Expectations for all Students: Site Administrators holds all staff
accountable for setting and achieving rigorous performance goals for all students, and empower
8 Revised 5/6/16
staff to achieve these ambitious student outcomes. (ISLLC Standard 1) (AZ Admin Standard 2.1,
2.2, 2.3)
Domain 3: Site Administrator Demonstrates Cultural and Equity Leadership
Component 3a - Purposeful Community: Site Administrator articulates and models a clear
vision of the school’s culture, and involves students, families and staff in creating a climate that
supports it. (ISLLC Standard 1 and 4) (AZ Admin Standard 2.1, 4.2, 5.3)
Component 3b – Commitment to using Every Student, Every Day, Prepared to meet
Tomorrow: Site Administrator values the cognitive, physical, social and emotional health and
growth of every student. (ISLLC Standard 1 and 4) (AZ Admin Standard 2.3, 2,8, 5.1, 5.5)
Component 3c - Embracing Diversity: Site Administrator demonstrates a commitment to a
diverse population of students by creating an inclusive and celebratory school culture, and
providing direction in meeting the needs of diverse student talents, experiences and challenges.
(ISLLC Standard 2, 4 and 6) (AZ Admin Standard 2.3, 4.2,5.3)
Component 3d - Efficacy, Empowerment and a Culture of Continuous Improvement: Site
Administrator fosters a school culture that encourages continual improvement through innovation,
risk-taking and data driven decision making. (ISLLC Standard 2) (AZ Admin Standard 2.8, 2.9,
4.1)
Domain 4: Site Administrator Exhibits Leadership and Staff Development of
Staff to Impact Student Achievement
Component 4a – Professional Development/Learning Communities: Site Administrator
ensures that the school is a professional learning community that provides opportunities for
collaboration, fosters teacher learning and develops teachers in a manner that is consistent with
the District’s mission, vision, policies and strategic plan. (ISLLC Standard 3 and 5) (AZ Admin
Standard 2.1, 2.5, 2.6 2.9, 3.4)
Component 4b – Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff: Site
Administrator establishes and effectively manages processes and systems that ensure a high-
quality, high-performing staff. (ISLLC Standard 3) (AZ Admin Standard
Component 4c - Teacher and Staff Evaluation: Site Administrator evaluates staff performance
using the District’s evaluation tools in order to ensure that teachers and staff are evaluated in a
fair and equitable manner with a focus on improving performance and, thus, student achievement.
(ISLLC Standard 2, 3 and 5) (AZ Admin Standard 2.4, 2.9, 5.4)
9 Revised 5/6/16
Domain 5: Site Administrator Demonstrates Managerial Leadership
Component 5a - School Resources and Budget: Site Administrator establishes systems for
marshaling all available school resources to facilitate the work that needs to be done to improve
student learning, achievement and healthy development for all students. (ISLLC Standard 7) (AZ
Admin Standard 3.1, 3.2, 5.4)
Component 5b - Conflict Management and Resolution: Site Administrator effectively and
efficiently enriches the relationship among and between parents/guardians, students and staff.
(ISLLC Standard 4 and 6) (AZ Admin Standard
Component 5c - Systematic Communication: Site Administrator facilitates the design and
utilization of various forms of formal and informal communication with all school stakeholders.
(ISLLC Standard 1 and 3)
Component 5d - School-wide Expectations for Students and Staff: Site Administrator
understands the importance of clear expectations, structures, rules and procedures for students and
staff. (ISLLC Standard 1 and 3) (AZ Admin Standard 3.3, 5.2, 5.4)
Component 5e - Supporting Policies and Procedures: Site Administrator familiarizes
themselves with PUSD policies and procedures, and local, state and federal laws to insure they
are consistently met. (ISLLC Standard 7) (AZ Admin Standard 5.2, 5.4, 6.1)
Domain 6: Site Administrator Demonstrates External Development
Leadership
Component 6a - Family and Community Involvement and Outreach: Site Administrator
designs structures and processes that engage and support family and community ownership of the
school. (ISLLC Standards 1, 3, 4 and 6) (AZ Admin Standard 3.3, 4.3)
Component 6b - Professional Leadership Responsibilities: Site Administrator strives to
improve the profession by collaborating with their colleagues, District leadership and other
stakeholders to drive the development and successful implementation of PUSD initiatives.
(ISLLC Standard 1, 3 and 6)
Component 6c - Advocacy for the School: Site Administrator develops systems and
relationships to leverage the District and community resources available to them both within and
outside of the school in order to maximize the school’s ability to serve the best interest of students
and families (ISLLC Standard 4 and 6) (AZ Admin Standard 4.2, 4.4, 6.1, 6.2)
10 Revised 5/6/16
Peoria Site Administrator Evaluation
Evaluation Process
11 Revised 5/6/16
1. Training
•Every person involved in the evaluation process must receive training to ensure reliability and validity and makes certain that everyone has the same foundational knowledge to apply to this high stakes decision-making process (Summer).
2. Orientation
•The District will provide orientation on the evaluation system at the beginning of each school year prior to the opening of school. This will ensure that site administrators who are new to the system will have the knowledge they need to actively participate in their own evaluations. It will also provide a forum for District staff to review the system and communicate any changes made from the previous year (Summer).
3. Self-Assessment
•Each site administrator will complete a self-assessment using the rubric in the Peoria Site Administrator Evaluation System. This step in the process provides the person being evaluated with the opportunity to reflect on personal performance over the course of the previous year and apply the unique aspects of their current setting (August/September).
4. Review of Goals and Performance
Plan
•The evaluator and evaluatee will review the school's annual goals as well as the preformance plan for the person being evaluated. This allows the site administrator to reflect the context and setting of the year, as well as reflect changes in district initiatives. The site administrator will present these goals to their staff, parents, and community (By the end of First Quarter).
5. Mid-Year
Goal Review
•The site administrator will report the progress toward achieving school goals. This report could could be given in public. Each year the K12 Administrators will design this priocess and communicate it to Site Adminsitrators. (January/February)
6. Evaluator Assessment
•Evaluators will review the progress of site administrators throughout the year and record their ratings on the rubric as information is collected. This is not a year-end activity, but rather one that is conducted in a consistent and ongoing manner (ongoing, throughout the year).
7. End of Year Review
•The evaluator and site administrator being evaluated discuss the site administrator's performance ratings, self-assessment ratings, artifacts and any evidence needed to support whether the self-assessment or evaluator ratings.
8. Final Ratings
•Should the evaluator and the site administrator being evaluated not agree on the final ratings during the end of year review, they should determine what additional evidence is needed in order to arrive at the appropriate rating. the suggested two-week period provides adequate time to collect and summarize the evidence and have a discussion to detemine final ratings (June/July).
9. Goal-Setting & Performance
Planning
•Using the final ratings on the evaluation, the site administrator will develop a goals that will include three School Goals (at least one long-term goal), and student achievement goals These will be approved by and set in conjunction with the evaluator (summer).
12 Revised 5/6/16
1. Training
2. Orientation
3. Self-Assessment
4. Review of Goals &
Performance Plan
5. Mid-Year Goal Review
6. Evaluator Assessment
7. End of Year Review
8. Final Ratings
9. Goal-Setting &
Performance Planning
Peoria Unified
School District
Site Administrator
Evaluation Cycle
13 Revised 5/6/16
Site Administrator Self-Assessment Form
Site Administrator Name: School:
Evaluator: School Year:
Domain 1: Strategic Leadership Unsatisfactory Developing Proficient Excelling
1a. School Vision, Mission, and Strategic Goals
1b. Continuous Improvement Plan
1c. Leading Change
1d. Distributive Leadership
Domain 1 Comments:
Domain 2: Instructional Leadership Unsatisfactory Developing Proficient Excelling
2a. Curriculum, Instruction, Learning, and
Assessment
2b. Instructional Time
2c. Implementing High Quality Instruction
2d. High Expectations for all Students
Domain 2 Comments:
Domain 3: School Culture and Equity Leadership Unsatisfactory Developing Proficient Excelling
3a. Purposeful Community
3b. Commitment to Using Every Student, Every Day,
Prepared to Meet Tomorrow
3c. Embracing Diversity
3d. Efficacy, Empowerment, and a Culture of
Continuous Improvement
Domain 3 Comments:
Domain 4: Professional Development Leadership Unsatisfactory Developing Proficient Excelling
4a. Professional Development/Learning Communitie
4b. Recruiting, Hiring, Mentoring and Dismissal of
Staff
4c. Teacher and Staff Evaluation
Domain 4 Comments:
Domain 5: Managerial Leadership Unsatisfactory Developing Proficient Excelling
5a. School Resources and Budget
5b. Conflict Management and Resolution
5c. Systematic Communication
5d. School-Wide Expectations for Students and Staff
5e. Supporting Policies and Procedures
Domain 5 Comments:
Domain 6: External Development Leadership Unsatisfactory Developing Proficient Excelling
6a. Family and Community Involvement Outreach
6b. Professional Leadership Responsibilities
6c. Advocacy for the School
14 Revised 5/6/16
Domain 6 Comments:
Overall Comments:
Percentages for the Site Administrator Evaluation
School-Wide Data List Elementary
AzMERIT School, Grades 3-8
District Reading Blueprint School, Grades 2-8
District Math Blueprint School, Grades 2-8
3rd Grade MOWR Data School
Learning.com School, Grades 4-6
Arts Assessments School, Grades 4, 8
DIBELS Grades K-3
Staff Retention-90% or better School
Staff Attendance Rate-95% or better School
School Label School
District Label District
Staff Survey School
Student Survey School
Community Survey School
Azella Reclassification Rate School
6010
30
Site Administrator Data Model for Evaluation
LeadershipPractices
School-WideData
Learning Goal
15 Revised 5/6/16
School-Wide Data List High School
Data Point Definition of Data Point
AzMERIT School, Grade Level
Course Assessments School, All Courses
Scholarship Dollars District
Service Learning Hours School
National Merit/Flinn Qualifiers District
AP Tests Taken District/ School
AP Passing Scores District/ School
ACT DCST College Ready-Composite School
ACT DCST College Ready-Math School
ACT DCST College Ready-English School
ACT DCST College Ready-Reading School
ACT DCST College Ready-Science School
IB Tests Taken and Full Diplomas Awarded Ironwood Only
Dual Enrollment Credit Hours Taken District
Graduation Rate 94% or above School
Freshman Credit 95% on Track School
Staff Retention-90% or better School
Staff Attendance Rate-95% or better School
School Label School
District Label District
Staff Survey School
Student Survey School
Community Survey School
Azella Reclassification Rate School
Credit Recovery Candidates-80% on track to
graduate on time
Flex Academy Only
Scoring
Leadership Practices – The scores for each Domain will be averaged. The Domain scores will be
averaged to arrive at one final score.
School-Wide Data – All data scores will be averaged to arrive at one final score. Where both growth and
composite scores are available, the site administrator may choose between the two.
Staff Learning Goal – The school will come from the rubric found in the goal section of this document.
16 Revised 5/6/16
Staff Learning Goal
Administrator
School
Learning Goal: What will success look like at the end of the time period for this goal?
Action Plan: What is your action plan to be able ensure your success with this goal?
Rationale: Explain why this learning goal was chosen and how it will lead to instructional quality on
your campus.
Population: Describe the population to be addressed.
ISSLC Standard(s) Cite the standard(s) verbatim.
Action Plan Period: What is the starting and ending point of this goal period?
Assessment: What measures will be used to show your success with this goal? How will you gauge
progress along the way?
* Please use the Learning Goal Quality Assessment Criteria Rubric when formulating the Learning Goal to ensure this
includes the required components.
17 Revised 5/6/16
Staff Learning Goal Quality Assessment Criteria
Purpose of this Rubric: This rubric is for use by school administrators and district administration to evaluate
the components of Learning Goal, and to identify needed improvements to ensure the Learning Goal is of
acceptable quality before it is to be included in the site administrator evaluation rating system.
Component: Acceptable Needs Improvement Insufficient Staff Learning Goal: This is the academic goal the teachers will meet by the end of the action plan period. Goal clearly states what the teachers will know, understand and be able to do by the end of the action plan period. Learning Goal focuses as closely to the individual teacher as possible, allowing for variations.
Goal must make significant impact campus-wide
Aligned with district, school, and grade level expectations
Specific and measurable
Relevant
Are equally challenging, rigorous, and realistic for ALL targeted teachers
Can be differentiated for whole group, small groups, or individual teachers
Are attainable within the action plan period
Goal or goals may not make significant impact campus-wide
Aligned with district, school, and grade level expectations
Specific and measurable
Relevant
Are not equally challenging, rigorous, and realistic for ALL targeted teachers
Show no evidence of differentiation
May not be attainable within the action plan period
Goal or goals do not make significant impact campus-wide
Are not aligned with district, school, and grade level expectations
Are not specific and/or measurable
May not be relevant
Do not include ALL targeted teachers
Show no evidence of differentiation
Are not be attainable within the action plan period
18 Revised 5/6/16
Action Plan: This is the detailed plan of steps that you will use to work towards and achieve success with your goal.
Action steps are specific and aligned directly with the Learning Goal
Action steps are somewhat non-specific and not aligned directly with the Learning Goal
Action steps are non-specific and not aligned with the Learning Goal
Rationale: A brief narrative of how the Learning Goal was constructed. Rationale must include implications for future learning.
Describes the process for selecting the learning goal
Identifies baseline trends and explains how data influenced learning goal setting process
Explains how the goal was chosen
Somewhat describes the process for selecting the learning goal
Identifies baseline trends but fails to explain how data influenced learning goal setting process
Other sources of data are not used to inform instructional decision-making
Does not describes the process for selecting the learning goal
Has not examined baseline data and cannot explain how data influenced learning goal setting process
Cannot identify the evidence that will be used to determine success
Population: A significant group of teachers may be included in the Learning Goal. Learning Goal may include smaller populations or groups of teachers.
Population will have school-wide impact and involves a significant group of teachers
Differentiation for smaller populations is evident
Population is limited
Some differentiation for smaller populations may be evident.
Population is too small to have an impact on the campus
No differentiation is evident
Standard/Learning Content: Learning Goal is aligned to ISLLC, and is data-based and measureable.
Standard is cited verbatim
Learning Goal encompasses the most important learning necessary to ensure teacher growth, development and student learning
Aligns to district, school, and teacher priorities
Standard is cited verbatim
Learning Goal has some impact on student achievement
Learning Goal may have some alignment to district, school and/or teacher priorities
Standard is cited loosely and/or is not aligned to CCRS or national standards.
No impact on student achievement
Not aligned to district, school and/or teacher priorities
Action Plan Period: Length of time allocated to allow for teacher opportunities to learn the prescribed content/strategy.
Begins following baseline data analysis
Indicates a clear start and end date
Detailed actions with time frames and benchmarks along the way: how, what, where, when
Begins following baseline data analysis
Indicates a start and end date
Some parts of action plan are lacking details for success
No evidence of baseline data analysis prior to start of instructional period
No start and end date
Plans lack significant detail
19 Revised 5/6/16
Assessment: Describes the formative and summative measures that will be used to gauge success with the Learning Goal.
Formative assessment directly aligned to summative.
Assessments may include: state assessment, district assessments, surveys, qualitative assessments such as observations, etc.
Formative assessment may not be directly aligned to summative.
Assessments used are limited in scope and do not appropriately assess the skills needed for success
Formative assessment is not directly aligned to summative or is not provided.
Assessments are limited to state assessment data
20 Revised 5/6/16
Staff Learning Goal
Midyear Check Point Administrator
School
Learning Goal
Evaluator
Please respond to the following questions and submit to your evaluator at least two
days prior to your Midyear Review or Conference. Additional documentation may
be attached as appropriate.
1. Rubric Self-Check: How would you describe teacher progress in
achievement of the Learning Goal on your campus at this point? How did you
determine this rating?
Overall Staff Learning Goal Quality Rating: Achievement of expected Learning Goal
4 3 2 1
Teachers have
surpassed the
expectations of growth
detailed in the Learning
Goal. Evidence
indicates exceptional
learning gain across
Learning Goal; 90-
100% of the targeted
teachers are on target to
meet the learning goal.
Teachers have met the
expectations of growth
detailed in the Learning
Goal. Evidence indicates
significant learning gain has occurred; 75-89% of
the targeted teachers are
on target to meet the
learning goal.
Some teachers have not
fully met the
expectations for growth
detailed in the Learning
Goal; evidence indicates
some learning gain. 60-
74% of the targeted
teachers are on target to
meet the learning goal.
Teachers did not meet
the expectations of
growth detailed in the
Learning Goal;
evidence indicates little
learning gain in
Learning Goal. Fewer
than 60% of the
targeted teachers are on
target to meet the
learning goal.
2. Describe the progress your teachers have made toward the Staff Learning Goal.
What evidence serves to quantify the progress your teachers have made?
3. Identify any components of the Staff Learning Goal process with which your
teachers or you are struggling. What might you do differently to address those
areas? In which components are you experiencing success? Explain.
21 Revised 5/6/16
4. Has anything changed that may impact the achievement of the Staff Learning
Goal? Explain.
5. Identify supports or resources that would support your efforts to help your
teachers achieve the Staff Learning Goal.
Administrator Signature _________________________Date:_________
Evaluator Signature _____________________Date:________________
22 Revised 5/6/16
Staff Learning Goal
End of Year Reflection
Administrator
School
Learning Goal
Evaluator
Please respond to the following questions and submit to your evaluator at least
two days prior to your End of Year Conference. Additional documentation
may be attached as appropriate.
1. Did you meet your Staff Learning Goal? Explain. Did some teachers exceed the
objective? To what do you attribute their growth? Do some teachers still need support in
reaching the Staff Learning Goal? What will you do to ensure they also meet the Staff
Learning Goal?
2. If your teachers did not meet the Staff Learning Goal, what is some other evidence that
indicates your teachers have made some progress toward achieving the Staff Learning
Goal?
3. Describe the key successes/challenges with respect to the processes embedded in the
Staff Learning Goal process.
4. Reflect on the instructional approaches/strategies/processes you used to help your
teachers achieve the Staff Learning Goal. What worked well? What adjustments did you
make?
5. In the context of the Staff Learning Goal process as a whole, how did the process impact
your teachers? How did the process impact your decision-making?
23 Revised 5/6/16
Overall Staff Learning Goal Quality Rating: Achievement of expected Staff Learning Goal
4 3 2 1
Teachers have
surpassed the
expectations of growth
detailed in the Learning
Goal. Evidence
indicates exceptional
learning gain across
Learning Goal; 90-
100% of the targeted
teachers are on target to
meet the learning goal.
Teachers have met the
expectations of growth
detailed in the Learning
Goal. Evidence indicates
significant learning gain has occurred; 75-89% of
the targeted teachers are
on target to meet the
learning goal.
Some teachers have not
fully met the
expectations for growth
detailed in the Learning
Goal; evidence indicates
some learning gain. 60-
74% of the targeted
teachers are on target to
meet the learning goal.
Teachers did not meet
the expectations of
growth detailed in the
Learning Goal;
evidence indicates little
learning gain in
Learning Goal. Fewer
than 60% of the
targeted teachers are on
target to meet the
learning goal.
Please attach a statement of implications for future for your campus based on
the data you have.
Site Administrator Signature: Date:
Evaluator Signature: Date:
Approved Not Approved (see comments below)
Comments for resubmittal:
24 Revised 5/6/16
Site Administrator Evidence Collection Form
Site Administrator Name:
School: Evaluator Name:
Evidence Collection Date: Time In:
Purpose: Observation Feedback Data
Domains/Components
Ob
serv
ed
No
t
Ob
serv
ed
Dis
cuss
ion
Po
ints
Observed: The skill was observed or evidence was seen by the observer.
Not Observed: The skill was not observed and little to no evidence was seen by the observer
Discussion Points: These are indicators that the observer may want to discuss further or seek clarification on
in a post observation conference.
Domain 1: Strategic Leadership
1a. School Vision, Mission, and Strategic Goals
1b. Continuous Improvement Plan
1c. Leading Change
1d. Distributive Leadership
Domain 2: Instructional Leadership
2a. Curriculum, Instruction, Learning, and Assessment
2b. Instructional Time
2c. Implementing High Quality Instruction
2d. High Expectations for all Students
Domain 3: School Culture and Equity Leadership
3a. Purposeful Community
3b. Commitment to Using Every Student, Every Day, Prepared to Meet Tomorrow
3c. Embracing Diversity
3d. Efficacy, Empowerment, and a Culture of Continuous Improvement
Domain 4: Professional Development Leadership
4a. Professional Development/Learning Communities
25 Revised 5/6/16
4b. Recruiting, Hiring, Mentoring and Dismissal of Staff
4c. Teacher and Staff Evaluation
Notes/Comments/Reflections
Domain 5: Managerial Leadership
5a. School Resources and Budget
5b. Conflict Management and Resolution
5c. Systematic Communication
5d. School-Wide Expectations for Students and Staff
5e. Supporting Policies and Procedures
Notes/Comments/Reflections
Domain 6: External Development Leadership
6a. Family and Community Involvement Outreach
6b. Professional Leadership Responsibilities
6c. Advocacy for the School
Notes/Comments/Reflections
26 Revised 5/6/16
Mid-Year Performance Discussion
Name: Position:
School(s): Date:
Evaluator(s):
Goal:
Goal and Action
Steps
Status of Action
Steps
Barriers to
Successful
Completion/
Implementation
Strategies to
Address Barriers Comments
Goal:
Goal and Action
Steps
Status of Action
Steps
Barriers to
Successful
Completion/
Implementation
Strategies to
Address Barriers Comments
Goal:
Goal and Action
Steps
Status of Action
Steps
Barriers to
Successful
Completion/
Implementation
Strategies to
Address Barriers Comments
27 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 1: Site Administrator Demonstrates Strategic Leadership
1a. School Vision, Mission and Strategic Goals: Site Administrator develops the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community. (ISLLC Standard 1)
Unsatisfactory Developing Proficient Excelling
Vision, mission, values, beliefs and strategic goals of school are:
Not evident or familiar to staff and other stakeholders
Developed by school
administrators working in relative isolation
Not integrated into the
life of the school community
Vision, mission, values, beliefs and strategic goals of school are:
Developed through a collaborative process with staff
Focused on student
achievement data
Part of routine school communications with staff and other stakeholders
…and Establishes strategic goals for students and staff that are:
Collaboratively updated and reviewed consistently with staff and other stakeholders
Based on the analysis of
multiple sources of information
Aligned with District
priorities
Publicly available at the school
…and
Staff incorporates identified strategies in their instructional plans to assure that students achieve expected outcomes
Staff takes leadership
roles in updating the school’s vision, mission and strategic goals
Staff members assume
responsibility for implementing the school’s vision, mission and strategic goals
1b. Continuous Improvement Plan: Site Administrator ensures that the continuous improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement and developmental outcomes for all students, and provides for tracking of progress based on data. (ISLLC Standard 2)
Systems and processes for planning and managing change are not evident
Works primarily in
isolation to develop the improvement plan
Tracking of student and
school progress toward achievement of school goals is limited to indicators needed to meet accountability requirements.
Communicates effectively to staff and other stakeholders:
Personal commitment to continuous school and District improvement
Components of school’s
improvement plan
Progress toward meeting school improvement goals and outcomes
…and Establishes clear and consistent processes and systems to:
Monitor progress toward achieving school improvement goals and student outcomes
Regularly revise school
improvement goals and outcomes based on data analysis and monitoring efforts
Tracking progress of all
students
…and School staff adhere to established processes and procedures to:
Fully and conscientiously implement all aspects of the improvement plan
Develop, in collaboration
with school administrators, short-term and long-term plans to identify and address barriers to positive changes within the school
*For the purpose of this evaluation, School Improvement Plan and Continuous Improvement Plan are synonymous.
28 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 1: Site Administrators Demonstrates Strategic Leadership
1c. Leading Change: Site Administrator collaboratively develops a vision and leads implementation strategies for improvement and changes which result in improved achievement and developmental outcomes for all students. (ISLLC Standard 2)
Unsatisfactory Developing Proficient Excelling
Addresses school challenges without systems or processes in place for:
Resistance to change
Planning
Prioritizing
Managing change
Monitoring progress
Addressing barriers to change
Acknowledges the importance of meaningful change
Provides support for
change efforts within the school
Coaches others in leading
change
Select the school’s leadership team
…and Establishes clear and effective systems and processes to:
Provide opportunities for all staff to engage in school change efforts
Drive planning,
monitoring, and resource allocation processes
Manage personal
transitions of staff, students, and community through change
…and Empowers and sets expectations for staff to:
Lead school wide planning efforts
Anticipate, identify and
address barriers to positive change
Take action to address
barriers to achieving the school’s vision, mission and goals
Identify and implement
research based instructional strategies appropriate for addressing school and student needs
1d. Distributive Leadership: Site Administrator creates and utilizes processes to distribute leadership and decision making throughout the school. (ISLLC Standard 1)
Staff and other stakeholders have little involvement in the school’s decision making processes
Collects input from staff
and other stakeholders but does not use it to inform decisions
Includes parents, families and the larger school community in decision making processes
Assumes responsibility for
decision making process and the resulting decisions
Makes decisions
unilaterally when necessary
…and Staff are involved in:
Selecting and implementing effective improvement strategies
Monitoring progress
towards the mission, vision and goals
The development and
implementation of the school’s mission, vision and goals.
…and Staff take responsibility for:
Selecting and implementing effective improvement strategies
Assessing and monitoring progress towards achieving the vision, mission and strategic goals.
Leading planning and monitoring efforts
Participate in meaningful leadership activities throughout the school
Assume responsibility for making decisions related to implementation of the continuous improvement plan
PUSD Site Administrator Evaluation Rubric
29 Revised 5/6/16
Domain 1: Site Administrator Demonstrates Strategic Leadership
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average Score on Domain 1 =
a. School Vision, Mission and Strategic Goals
b. Continuous Improvement Plan
c. Leading Change
d. Distributive Leadership
Evaluator Comments:
Response of Site Administrator Being Evaluated:
*Artifact is required for all site administrators
30 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 2: Site Administrator Demonstrates Instructional Leadership
2a. Curriculum, Instruction, Learning and Assessment: Site Administrator enables school-wide conversations about standards for curriculum, instruction, assessment and data on student learning based on research and best practices, and ensure that the ideas developed are integrated into the school’s curriculum and instructional approaches. (ISLLC Standard 1 and 2)
Unsatisfactory Developing Proficient Excelling
Little or ineffective coaching and development to assist instructional staff in curriculum, instruction, learning and assessment
Articulates the required or desired District instructional initiatives to staff and other stakeholders
Reinforces the
instructional initiatives through school wide activities and the District’s curriculum
Supports some coaching
and development efforts to assist instructional staff
Uses data to differentiate
instruction and assessment
Ensures a guaranteed and
vaiable curriculum in all subject areas
…and Implements an instructional approach that is:
Focused on improving student learning
Aligned with student
PUSD Curriculum Frameworks
Supported by research
Enhanced by the use of
appropriate technologies
Reflective of input from staff with expertise in content areas
Regularly evaluates the
effectiveness of curriculum, instruction, and assessment strategies used with students
Implement the PLC process
…and Establishes clear and consistent procedures that engage staff in:
Developing and implementing ideas for improving student learning
Using research based best practices
Using ideas generated during collaborative discussions to inform school improvement plans
Suggests revisions to curriculum, instruction, learning and assessment approaches based on school wide discussions and idea generation
Initiating classroom based changes based on discussions with colleagues and results of data analysis.
Reflecting on their performance and their students’ progress
Making corrections to their adjustments based on personal reflection
2b. Instructional Time: Site Administrator creates processes and schedules which maximize instructional, collaborative and preparation time. (ISLLC Standard 3)
Allows interruptions to
instruction throughout the day
Creates unnecessary
interruptions during the school day
Limits interruptions to
instruction
Manages time so teaching and learning are the school’s top priority
…and Implements a master
schedule that maximizes planning and collaboration time for all teachers
Quickly and efficiently resolves issues that could potentially disrupt the school day
Implements procedures prohibiting unnecessary interruptions to the school day
…and Staff members protect instructional time by:
Assuring that students stay on task
Limiting transitions that can influence time available
31 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 2: Site Administrator Demonstrates Instructional Leadership
2c. Implementing High-quality Instruction: Site Administrator supports teachers through feedback and appropriate professional learning in order to ensure that rigorous, relevant and appropriate instruction and learning experiences are delivered to and for all students. (ISLLC Standard 2 and 3)
Unsatisfactory Developing Proficient Excelling
Provides little or no job embedded or standards based professional development
Coaching of staff is
limited to addressing immediate issues without respect to long-term goals
Aligns professional development offerings with the district/school initiatives
Actively engages in
professional development activities along with staff
Provides timely and
useful feedback to teachers regarding their performance
…and Targets professional development toward improvement of:
Relevance of learning experiences
Quality of classroom instruction
Ability of teachers to meet the needs of all students
Monitors teachers’ use of instructional strategies
Evaluates professional development activities to assure that they result in improved instructional and assessment practices
Monitors teachers’ use of formative assessment to plan for student learning
…and Staff members:
Collaboratively plan for effective instruction
Participate in professional development activities designed to develop and sustain their leadership capacity
Plan professional
development activities to address identified needs
Monitor their performance following professional development to ensure they apply lessons learned
Collaboratively plans and implements formative assessments to plan for student learning
2d. High Expectations for all Students: Site Administrators holds all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these ambitious student outcomes. (ISLLC Standard 1 and 2)
Student outcomes and educator goals are:
Not evident or poorly aligned with District priorities
Communicates a belief in high measurable goals and outcomes for students and staff
Sets high, measurable
goals for student learning
…and
Holds staff accountable for meeting student achievement goals
Personifies high
expectations for staff by conscientiously pursuing stated goals
Leads school efforts to set
individual learning/growth goals for students
…and
Staff members take responsibility for ensuring that all students achieve the rigorous outcomes established for them
32 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 2: Site Administrator Demonstrates Instructional Leadership
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average Score for Domain 2 =
a. Curriculum, Instruction, Learning and Assessment
b. Instructional Time
c. Implementing High-quality Instruction
d. High Expectations for all Students
Evaluator Comments:
Response of Site Administrator Being Evaluated:
*Artifact is required for all site administrators
33 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 3: Site Administrator Demonstrates School Culture and Equity Leadership
3a. Purposeful Community: Site Administrator articulates and models a clear vision of the school’s culture, and involves students, families and staff in creating a climate that supports it. (ISLLC Standard 1 and 2)
Unsatisfactory Developing Proficient Excelling
Communication with families and the community is:
School culture is not welcoming to visitors
Infrequent
Not focused on including
them in the school’s activities
Invites families and community members into the school to participate in:
Communicates to families and the community the importance of their involvement in support of student learning
Parent conferences to set learning goals and monitor/support progress
Activities to learn about
how to help students
…and
Establishes a school culture based on collaboration among and between students, parents, staff and the community
Consistently monitors school culture to ensure that it is conducive to student learning
Engages staff, parents, students, and others in meaningful discussion to address issues before they become challenging
Families participate in a wide variety of meaningful activities and decision making processes related to their children’s education
Decision making processes related to school operations
…and
Parents and staff seek opportunities to collaborate on school improvement and student learning initiatives
Increasing the consistency and intensity of their involvement in student learning initiatives
Inviting other parents to
join them in school activities
3b. Commitment to using Every Student, Every Day, Prepared to shape Tomorrow: Site Administrator values the cognitive, physical, social and emotional health and growth of every student. (ISLLC Standard 1 and 5)
Does not understand the
interconnectedness of students’ cognitive, physical, social and emotional health
Conveys an
understanding of the integration of students’ cognitive, physical, social and emotional health
Implements a
comprehensive program/approach to learning that integrates research based practices to address students’ cognitive, physical, social and emotional health and welfare
…and Monitors and evaluates the
school’s activities and initiatives to assure that all of the students’ needs are addressed.
Ensures that all staff are well versed in identifying and addressing all student needs
Seeks advice of experts who can address student needs, when necessary
…and
Staff members implement an approach to teaching that addresses student needs in an integrated and comprehensive manner
34 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 3: Site Administrator Demonstrate School Culture and Equity Leadership
3c. Embracing Diversity: Site Administrator demonstrates a commitment to a diverse population of students by creating an inclusive and celebratory school culture, and providing direction in meeting the needs of diverse student talents, experiences and challenges. (ISLLC Standard 2, 4 and 5)
Unsatisfactory Developing Proficient Excelling
Sets expectations that are the same for all students without consideration of their unique backgrounds, needs or skills
Understands the diversity of the school community
Articulates the need for
developing cultural understanding
Recognizes that diversity
is an asset to the school
Provides all students opportunities to showcase their skills and talents
Graduate from high
school
…and Sets the expectation that all students will:
Achieve at least one year of growth for one year of instruction
Be college or career ready at time of high school graduation and
Demonstrates an appreciation for and sensitivity to diversity in the school community by:
- Implementing activities and services to assist students and families from diverse cultures
- Implementing culturally responsive instructional approaches
- Ensures that all students are treated with respect and dignity
- Recognizes students for their unique talents and skills
…and
Staff and community initiate actions that encourage an inclusive climate of respect for student diversity
Students:
Accept and respect students who are different from them
Expect their peers to value diversity
3d. Efficacy, Empowerment and a Culture of Continuous Improvement: Site Administrator fosters a school culture that encourages continual improvement through innovation, risk-taking and data driven decision making. (ISLLC Standard 2)
Uses data and assessments infrequently to monitor progress
Staff and other stakeholders rarely use data to identify needed improvements to teaching and learning activities
Communicates the need for using data for decision making
Student outcome and assessment data are used for monitoring progress and decision making
…and
Models appropriate and consistent use of data and utilizes the capacity of all stakeholders to use data for decision making
Creates a culture of risk taking and learning within the school by continually:
- Developing new initiatives and monitoring their impact on student learning
…and
Engages staff, stakeholders and invited experts to evaluate instructional approaches and progress toward achieving goals and outcomes
Activates and sustains a school wide system for monitoring and evaluating progress toward achieving school goals and student outcomes
35 Revised 5/6/16
- Eliminating ineffective activities and initiatives
- Fostering the use of data to continually learn about the impact of school initiatives
- Consistently and effectively using evaluation information to drive changes to instructional approaches
Staff and other stakeholders recommend activities and initiatives for elimination or scale back
36 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 3: Site Administrator Demonstrates School Culture and Equity Leadership
Examples of Artifacts That May Be Used to Support Rating
Evidence Provided by Artifact:
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average Score for Domain 3 =
a. Purposeful Community
b. Commitment to using Every Student, Every Day, Prepared to meet Tomorrow
c. Embracing Diversity
d. Efficacy, Empowerment and a Culture of Continuous Improvement
Evaluator Comments:
Response of Site Administrators Being Evaluated:
*Artifact is required for all site administrators
37 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 4: Site Administrator Exhibits Leadership and Professional Development of Staff to Impact Student Achievement 4a. Professional Development/Learning Communities: Site Administrator ensures that the school is a professional learning
community that provides opportunities for collaboration, fosters teacher learning and develops teachers in a manner that is consistent with the District’s mission, vision, policies and strategic plan. (ISLLC Standard 2)
Unsatisfactory Developing Proficient Excelling
Professional development is
Of poor quality
Not tailored to meet staff needs
Not focused on student
learning
Not research based
Not job embedded
Provides professional development/learning community that is:
Job embedded
Research based
Designed to meet student learning needs
Aligned with the
continuous improvement plan
…and
Coaches staff to assume leadership roles within the school
Provides opportunities for
staff to use leadership skills
Assures that teachers
collaborate around student learning outcomes on a regular basis (PLC)
Reflection on personal
performance
…and Engages staff in:
Identifying professional development needs based on personnel Staff take responsibility for their own learning by:
Assuming leadership roles within professional learning communities
Collaborating with colleagues to identify solutions to difficult problems
Anticipating and identifying their professional development needs
4b. Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff: Site Administrator establishes and effectively manages processes and systems that ensure a high-quality, high-performing staff. (ISLLC Standard 3)
Makes personnel
decisions and engages in activities such as recruiting, hiring, assigning, evaluating and dismissing staff without consideration of strategic goals and student outcomes
Provides support for new
teachers and staff members to help ensure their success
Adheres to District and
state policies, laws and procedures related to personnel activities
…and Attracts and retains
effective staff Fosters positive professional
relationships with staff Follows District procedures
to implement plans of improvement, when necessary
Focuses mentoring and coaching efforts on teachers in most need of support and advice to improve their performance
Places staff where they are needed most to address student learning needs and within the parameters of District policy
Dismisses or does not rehire teachers when necessary
…and Places personnel in
positions to ensure that all students have equal access to highly effective teachers
Ensures that all personnel decisions support student learning
Recruits staff members with the best qualifications to address needs of students
PUSD Site Administrator Evaluation Rubric
Domain 4: Site Administrator Exhibits Leadership and Professional Development of Staff to Impact Student Achievement
38 Revised 5/6/16
4c. Teacher and Staff Evaluation: Site Administrator evaluates staff performance using the District’s evaluation tools in order to ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving performance and, thus, student achievement. (ISLLC Standard 2 , 3 and 5)
Unsatisfactory Developing Proficient Excelling
Allows lapses in evaluation and observation system
Follow-up on evaluation
process is inconsistent and infrequent
Conducts staff evaluation activities:
In line with District policies
On time
Using multiple measures
…and
Provides on-going coaching for staff who have performance in need of improvement
Uses evaluation results to
identify professional development and growth needs of teachers and staff
…and
Develops the capacity of staff to reflect on their own practice for the purpose of improving performance
Holds all staff members
accountable for student outcomes and school goals
Staff hold themselves
accountable for following the District’s evaluation process
Staff reflect on personnel
evaluation results and take responsibility for improving performance over time
39 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 4: Site Administrator Exhibits Leadership and Professional Development of Staff to Impact Student Achievement
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average Score for Domain 4 =
a. Professional Development/Learning Communities
b. Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff
c. Teacher and Staff Evaluations
Evaluator Comments:
Response of Site Administrators Being Evaluated:
*Artifact is required for all site administrators
40 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 5: Site Administrator Demonstrates Managerial Leadership
5a. School Resources and Budget: Site Administrator establishes systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, achievement and healthy development for all students. (ISLLC Standard 3)
Unsatisfactory Developing Proficient Excelling
Does not follow standard
accounting procedures in managing the school’s budget
Manages school’s budget
without respect to District guidelines
Uses discretionary funds
for activities other than support for teaching and learning
Management structures
to align resource use with student and staff needs are not in place
School resources are:
Focused on teaching and learning
Allocated according to
priority needs
Allocated in ways that support the attainment of strategic goals and student outcomes
…and Manages and monitors
fiscal, physical and personnel resources efficiently and effectively
Creates management structures to support the alignment of resource use with school goals and student outcomes
Commits time and fiscal resources to:
Continuous school improvement
Professional development Develops external
partnerships that support teaching and learning
Leverages resources to fully fund instructional initiatives necessary to achieve school goals and student outcomes
…and Prioritizes school budget
to ensure sustained support for worthwhile instructional activities, professional development, and other school-based improvement strategies over time
5b. Conflict Management and Resolution: Site Administrator effectively and efficiently enriches the relationship among and between parents/guardians, students and staff. (ISLLC Standard 3 and 6)
Limited involvement in
relationship building and conflict management to defuse tense or problematic situations
Interactions with
students, staff and other stakeholders in order to defuse potentially stressful situations are reactive.
…and Interactions with staff,
students and other stakeholders in order to defuse potentially stressful situations are proactive
Resolves issues as they
arise to prevent potential problems
Models fairness and
consistency when dealing with students and staff
Establishes counseling
interventions
…and Administrator and Staff accept responsibility for their own relationships by:
Anticipating problems and adjusting behaviors to avoid negative situations
Engaging parents, students and colleagues in discussions designed to build positive relationships
Coaching students and staff and other stakeholders to manage conflict and build relationships
Empowering students, staff and others to engage each other in relationship building activities designed to avoid conflict and maintain a positive school culture
Defining operational norms and adhering to them in
41 Revised 5/6/16
their professional learning communities
PUSD Site Administrator Evaluation Rubric
Domain 5: Site Administrator Demonstrates Managerial Leadership
5c. Systematic Communication: Site Administrator facilitates the design and utilization of various forms of formal and informal communication with all school stakeholders. (ISLLC Standard 1 and 3)
Unsatisfactory Developing Proficient Excelling
Communications with students, parents and the community are infrequent
Responses to contact
from parents and community members are neither timely nor meaningful
Communications with students, staff and the community are focused on immediate activities or problems
Responses to contact
from parents and community members address specific needs or issues
Prioritizes communication
as a high need area for the school
Invites parents and the
community to share ideas and concerns
…and
Communicates with students, staff, parents and other stakeholders frequently
Responds meaningfully
and promptly to contact from families and community members
Offers a variety of venues
for communication
Invites parents and the community to lead communication activities
…and Promotes frequent and meaningful communication among students, staff and the community by:
Creating opportunities for discussions
Using existing
communication structures such as newsletters and social media
Develops effective
strategies to sustain positive, meaningful communications with parents, students and the community
5d. School-wide Expectations for Students and Staff: Site Administrator understands the importance of clear expectations, structures, rules and procedures for students and staff. (ISLLC Standard 1 and 3)
School rules and procedures are not in evidence
Expectations for students
and staff are unclear
School rules and procedures include primarily those required by District administration
Communicates
expectations for students and staff
Enforces rules and
procedures for students and staff
Routinely reviews and
revises rules and procedures to assure their continued relevance and utility
…and
Establishes and clearly articulates high expectations for all students and staff
Creates and revises rules
and procedures to maintain a safe and positive school culture conducive to student learning
Demonstrates values,
beliefs and attitudes that inspire students and staff to higher levels of performance
…and Staff:
Engages students and staff members in developing expectations for learning and improved performance
Encourages students and staff to reach higher levels of performance
Monitors progress toward achieving expectations
Monitors their own performance
Strives to achieve high school-wide expectations
Students: Monitor their own
performance Strive to achieve
expectations set by their
42 Revised 5/6/16
teachers, parents and themselves.
PUSD Site Administrator Evaluation Rubric
Domain 5: Site Administrator Demonstrates Managerial Leadership
5e. Supporting Policies and Procedures: Site Administrator familiarizes themselves with PUSD policies and procedures, and local, state and federal laws to insure they are consistently met. (ISLLC Standard 6)
Unsatisfactory Developing Proficient Excelling
Does not comply with all District policies and procedures
Is familiar with local, state
and federal laws and District policies and procedures
Complies with all District policies and procedures
Complies with local, state
and federal laws
…and
Inquires about policies/laws prior to making decisions
Studies changes to laws
and policies to maintain the school’s compliance
…and
Expands his/her sphere of influence to provide meaningful and timely input into the development of District and board policy
43 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 5: Site Administrator Demonstrates Managerial Leadership
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average Score for Domain 5 =
a. School Resources and Budget
b. Conflict Management and Resolution
c. Systematic Communication
d. School-wide Expectations for Students and Staff
e. Supporting Policies and Agreements
Evaluator Comments:
Response of Site Administrator Being Evaluated:
*Artifact is required for all site administrators
44 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 6: Site Administrator Demonstrates External Development Leadership
6a. Family and Community Involvement and Outreach: Site Administrators designs structures and processes that engage and support family and community ownership of the school. (ISLLC Standards 1, 3, 4 and 6)
Unsatisfactory Developing Proficient Excelling
Does not reach out to the community to become involved in school activities
School culture does not
welcome parents and community members as visitors to the school or individual classrooms
Schedules community outreach activities
Families participate in
parent/teacher conferences and other activities specifically focused on their children
…and Encourages families and community members to become engaged in
Student learning initiatives
Models expectations by inviting parents and community members to serve on decision making committees
Utilizes the use of
community resources to support classroom learning
…and
Establishes systems that support family and community involvement for the benefit of student learning
Ensures that families and
community members hold responsible and meaningful positions on decision making committees and task forces.
Sustains a purposeful
community among all stakeholders through implementation of strategies designed to sustain their involvement
6b. Professional Leadership Responsibilities: Site Administrator strives to improve the profession by collaborating with their colleagues, District leadership and other stakeholders to drive the development and successful implementation of PUSD initiatives. (ISLLC Standard 1, 3 and 6)
Does not understand the need for strong community and organizational relationships
Understands the need for strong community and organizational relationships
Interacts with community
agencies and key stakeholders
Adheres to all local, state
and federal laws, District policies and regulations
…and
Utilizes the network of agencies that provide health, social and other services to families
Establishes and maintains
strong, positive relationships with key community stakeholders and external agencies
Assures that all school
activities adhere to applicable rules, District policies and laws
…and
Leverages relationships with external agencies, organizations and partners in ways that enable him/her to influence District, state and federal policies and laws for the benefit of teaching and learning
Staff and parents provide
support/feedback to enhance the opportunities for all students to be successful and workforce ready
PUSD Site Administrator Evaluation Rubric
Domain 6: Site Administrator Demonstrates External Development Leadership
45 Revised 5/6/16
6c. Advocacy for the School: Site Administrator develops systems and relationships to leverage the District and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families (ISLLC Standard 3 and 4)
Unsatisfactory Developing Proficient Excelling
Community members and key stakeholders are not meaningfully engaged in the school’s activities
Has a superficial
understanding of the community and issues it is facing
Solicits community input and occasionally uses the input to inform decisions
Involves community
stakeholders in the school’s activities
Recognizes that diversity
is an asset to the school community
…and
Identifies and engages key community stakeholders
Understands community
values, interests and needs
Advocates throughout the
school community for activities and initiatives that support teaching and learning
Expands personal reach
and sphere of influence throughout the District and beyond in order to maximize support for school activities and initiatives and activities
…and
Engages health, social and other services to meet the needs of students and families
Maintains strong
relationships with all key community stakeholders
Activates initiatives to bring the community into the school facility to better understand its initiatives, culture and needs
46 Revised 5/6/16
PUSD Site Administrator Evaluation Rubric
Domain 6: Site Administrator Demonstrates External Development Leadership
Ratings:
U (1)
D (2)
P (3)
Ex (4)
Average score for Domain 6 =
a. Family and Community Involvement and Outreach
b. Professional Leadership Responsibilities
c. Advocacy for the School
Evaluator Comments:
Response of Site Administrators Being Evaluated:
*Artifact is required for all site administrators
]
47 Revised 5/6/16
Examples of Artifacts That May Be Used to Support Ratings
Evidence Provided by Artifact:
Continuous Improvement Plan*
Number and Percent of Highly Effective, Effective and Ineffective Teachers
Teacher Feedback
Supervisor Feedback
Parent Feedback
Student Feedback
Community Feedback/Community Service
Contact/Address Sheet
Calendar or Community Events
Site Council Calendar/Agenda/Minutes
Community Involvement of Site Administrators/Calendar
Evidence of Planning Student Involvement Career Day/University Day
Weekly or bi-weekly voice messenger – What’s Happening/Upcoming Events
Meeting agendas, minutes, rosters,
Teacher lesson plans
Minutes of PLC planning sessions
Communications, newsletters, social media
Mission and vision
Master schedule
On-going professional development plans
Documentation of progress monitoring
Student achievement data
High school graduation rates/drop-out rates
RtI models
Booster clubs agenda/minutes
Staff handbook
Emails to staff, students, parents, community
Discipline referrals
Other
Other
Other
Other
48 Revised 5/6/16
Site Administrator
Evaluation
SITE ADMINISTRATOR:
SCHOOL SITE:
SCHOOL YEAR:
Final Summary
49 Revised 5/6/16
Final Summary
Site Administrator Name:
School: School Year:
Domain 1 - Site Administrator Demonstrates Strategic Leadership Comments:
Score:
Domain 2 – Site Administrator Demonstrates Instructional Leadership:
Score:
Domain 3 – Site Administrator Demonstrates Cultural and Equity Leadership:
Score:
Domain 4 - Site Administrator Exhibits Leadership and Staff Development of Staff
to Impact Student Achievement:
Score:
Domain 5 – Site Administrator Demonstrates Managerial Leadership:
Score:
Domain 6 – Site Administrator Demonstrates External Development Leadership:
Score:
Data Component: Score:
Overall Comments:
Score:
Overall Rating:
Insert Scoring Rubric Here
Site Administrator Signature: Date:
Evaluator Signature: Date:
50 Revised 5/6/16
Acknowledgments
The following committee members gave of their time to help further the leadership practices in Peoria Unified School
District. Their knowledge, leadership and expertise was very appreciated.
Site Administrator Committee Members
Christina Arias, Assistant Principal
Aaron Bagwell, Assistant Principal
Val Barrett, Principal
Dr. Robert Benson, Principal
Cari Casteel, Assistant Principal
Dr. Heather Cruz, Deputy Superintendent
Rae Conelley, Principal
Joseph Corbett, Assistant Principal
Shawn Duguid, Principal
Scott Hollabaugh, Assistant Principal
Cybill Jacob, Director
Robert Keagle, K12 Administrator
Lisa Leifer, Assistant Principal
Christine Lopezlira, Principal
Fritz Maynes, Principal
Monique Molina, Assistant Principal
Linda Palles-Thompson, K12 Administrator
Danielle Skrip, Assistant Principal
Curtis Smith, Principal
William Sorenson, Assistant Principal
Bridget Stockwell, Assistant Principal Erik Stone, Assistant Principal
Janet Swarstad, Principal
Landa Tartaglio, Principal
The Peoria Unified School District extends many thanks to the Colorado Department of Education for their willingness to
share their work, knowledge, and research surrounding principal and assistant principal evaluation. The PUSD Site
Administrator Evaluation instrument is based on the Colorado Model Evaluation System for Principals and Assistant
Principals.